Fernando Olabarrieta

Family Context and Theory of Mind Development

The aim of this study was to analyse the influence of diverse variables on theory of mind development in a group of 114 pre-school children aged between 3 years 1 month and 4 years 2 months. Development levels in diverse areas were assessed, along with the quality of family interaction, quality of attachment and the childrens performance when faced with a staggered series of theory of mind tasks ranging from simple desire situations to a false belief task. The percentage of children classified as securely attached who responded correctly to the false belief task proved significant, whereas no significant relationship was found between a correct response to this task and number of siblings or number of older siblings. We propose the development of a multi-causal model in order to continue our research into the optimum family environment for theory of mind development.

Quality of family context or sibling status? Influences on cognitive development

This study analyzes the influence of socioeconomic status, quality of family context and sibling status on cognitive development in a sample of 551 five‐year‐old children. The regression analyses confirmed the predictive value of socioeconomic status and quality of family context on cognitive development. The quality of family context mediates the relation between socioeconomic status and cognitive development. None of the variables relating to the sibling group showed a significant relationship with cognitive development.

Análisis comparativo de las nuevas estructuras familiares como contextos potenciadores del desarrollo psicológico infantil

Resumen En este trabajo se analiza comparativamente la calidad de los contextos familiares en grupos de familias tradicionales, monoparentales, reconstituidas, adoptivas, homoparentales y de nacimientos múltiples. Las familias reconstituidas obtienen el perfil de calidad del contexto familiar más bajo y las familias homoparentales el perfil más alto. Los resultados conducen a la conclusión de que no es la estructura familiar en sí, sino las variables sociodemográficas y las interactivas asociadas a las mismas, las que conforman la calidad de los contextos familiares.

Quality of Family Context and Cognitive Development: A Cross Sectional and Longitudinal Study

Abstract This study analyses the relationship between psychosocial quality of family context and the cognitive development of a sample of 551 children of school age. The data were gathered at school and at home in two waves, when the children were 5 (T1) and 8 (T2) years old, respectively. In T1, three factors related to quality of family context were obtained: absence of conflict, child –family adjustment, and sociability. Two factors of cognitive development were obtained in T1 and T2. In T1, associations were found between all three factors and cognitive development. In T2, associations were found between the quality of family context and cognitive development. Cognitive development in T2 was predicted by the absence of conflict T1 factor, with a negative association. Children who were exposed to more conflicts in T1, and who scored higher on the HOME scale in T2, were found to have improved their cognitive development scores over time in comparison with their group.

Relaciones entre hermanos/as y desarrollo psicológico en escolares

Resumen En este trabajo se estudia la influencia de las relaciones fraternas en el desarrollo psicológico de una muestra de escolares (N = 903). El enfoque de la teoría estructural, basada en los descriptors del grupo de hermanos/as (orden de nacimiento, diferencia de edad, tamaño de la familia y sexo) se compara con un nuevo enfoque integrador de la teoría estructural y de la teoría interactiva, la cual se centra en los procesos interactivos del grupo fraterno. No se obtuvieron resultados significativos utilizando el enfoque structural y sí se obtuvieron utilizando el nuevo enfoque. Se encontraron resultados significativos relativos a la adaptación familiar, al autoconcepto y a laspercepciones de las relaciones fraternas.

Assessment and preventive education for families, based on the principles of positive parenting

ABSTRACT This paper presents the results of an assessment and preventive education experience involving 50 families with children aged 2. The families were assessed by means of an interview conducted during a home visit, and were subsequently provided with a series of everyday parenting guidelines. The results provide empirical evidence of the effectiveness of family assessment and preventive education strategies in the educational, health and social services fields.